A.4.1 Use effective reading strategies to achieve their purposes in reading. (Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting and self-monitoring)
To get the students excited about reading, they will create a photostory of a family vacation they have gone on. I would like students to put together pictures of a trip they took and explain what the pictures are of. If a student has not gone on a family vaction they will create a photostory of a place they would like to go. Students will share these infront of the class as a fun way of hearing about different places.
Activity #2 (Comprehension)
A 4.1 Use Effective Reading Strategies to achieve their purpose in reading. (Discern how written tests and accompanying illustrations connect to convey meaning. )
Before reading Arthur's Family Vacation I would take a picture walk through this book with the class. As a class we would look at the pictures in the story. The students would then break into groups of two and three and make predictions as to what they think will happen in the text. We would then gather as a whole class and discuss some of the predictions the students made. I would make sure that everyone in the class participated and voiced their opinion and that no student feels like their prediction is wrong. This will help students preview the text which we will be reading. I would also ask the student to share what they think will happen on Arthur's Family Vacation and where do you think they will go based on the cover.
Activity #3 (Vocabulary)
D. 4.1 Develop their vocabulary of words, phrases, and idioms as a mean of improving communication. (Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly, Use their knowlege of roots, prefixes, and suffixes to interpret and convey the meaning of words.)
A before reading activity will have students look at words the students might not understand. These words include suprise, moaned, manager, cheered, disaster, and puny. Looking at these words will help students understand the story better. I would write these words on the board and have the students with a partner come up with a definition. After they came up with a definition for each word, I would have them take a vocabulary quiz to see how well they understand these words. I will monitor to see how students are doing. After all students are done with their vocabulary quiz we would walk through the similarities in definiton choices and differences to make sure that students come up with a solid understanding of words used in this story.
B. Building Knowledge
Activity #1 (Comprehension)
A.4.2 Read, interpret, and critically analyze literature. (Recognize and recall elements and details of story structure, such as sequence of events, character, plot, and setting, in order to reflect on meaning)
While reading students will fill out a story map . This story map will ask students to type or draw pictures for what happens at the beginning, in the middle, and at the end of the story. I will read the story to the class and pause after every couple pages so students can fill out their story maps. I will ask the students to share what they have written to give other students idea on what they could put in each part of the story map. I will look at the students story maps which will help me determine whether or not students understand what is happening in the story.
A. 4.1 Use effective reading strategies to achieve their purposes in reading (Identify a purpose for reading, such as gaining information, learning about a viewpoint, and appreciating literature)
While reading, we find out that Arthur is upset that Buster wasn't with him during his family vacation. Students will share there feelings on how they would feel if they couldn't go on a vacation with their friend. This will help students see both Arthur's perspective and Buster's perspective and allow the student's to be creative. They will share there feelings on this voicethread so everyone in the class can hear the similarities and differences on how they were feeling.
Activity #3 (Comprehension, Fluency)
A.4.1 Use effective reading strategies to achieve their purposes in reading (Read aloud with age-appropriate fluency, accuracy, and expression.)
Students will be in small groups and they will read the story to each other. After every two pages a student will tell the other people in their group what happened during those pages. The other students will add information if they feel like they didn't cover everything that happened. They will take turns both on reading the texts and summarizing what is happening in the story. Also in their small groups they will be able to make predictions on what they think will happen next in the text. Also group members will be allowed to ask questions if they don't understand something in the story or how someone in their group is summarizing the story.
C. Consolidation Activities
Activity #1 (Comprehension)
A.4.4 Read to acquire information. (Summarize key details of informational texts, connecting new information to prior knowledge.)
After reading the story, students will compare their family vacation with Arthur's family vacation. They will have to cite specific examples from Arthur's vacation. This activity will allow students to make connections between their personal life and feelings with Arthur's.
B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes (Write expressive pieces in response to reading, viewing, and life experiences (narratives, reflections, and letters) employing basic aesthetic principles appropriate to each genre)
Students will use writingfun.com to create a letter. They will write a letter to a friend acting if they were on a vacation with Arthur. They will share how they were feeling on the trip and what activities they participated in. This will allow students to be creative and show me if they understood what happened in Arthur's Family Vacation. http://www.writingfun.com/
Activity #3 (Comprehension)
A.4.4 Read to acquire information (Summarize key details of informational texts, connecting new information to prior knowledge)
After the students have read the story they will be able to write a summary of the story in a paragraph. Students will identify the setting, main characters, and major events that occur. Students will be able to demonstrate they understand the story. Each students summary will be a little different because of what they personally feel is important but the overall setting and main events will be the same.
Arthur's Family Vacation by Marc Brown
http://www.inspire4less.com/productimages/9780316109581.jpg
A. Anticipation Activities
Activity #1 (Comprehension)
A.4.1 Use effective reading strategies to achieve their purposes in reading. (Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting and self-monitoring)To get the students excited about reading, they will create a photostory of a family vacation they have gone on. I would like students to put together pictures of a trip they took and explain what the pictures are of. If a student has not gone on a family vaction they will create a photostory of a place they would like to go. Students will share these infront of the class as a fun way of hearing about different places.
Activity #2 (Comprehension)
A 4.1 Use Effective Reading Strategies to achieve their purpose in reading. (Discern how written tests and accompanying illustrations connect to convey meaning. )Before reading Arthur's Family Vacation I would take a picture walk through this book with the class. As a class we would look at the pictures in the story. The students would then break into groups of two and three and make predictions as to what they think will happen in the text. We would then gather as a whole class and discuss some of the predictions the students made. I would make sure that everyone in the class participated and voiced their opinion and that no student feels like their prediction is wrong. This will help students preview the text which we will be reading. I would also ask the student to share what they think will happen on Arthur's Family Vacation and where do you think they will go based on the cover.
Activity #3 (Vocabulary)
D. 4.1 Develop their vocabulary of words, phrases, and idioms as a mean of improving communication. (Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly, Use their knowlege of roots, prefixes, and suffixes to interpret and convey the meaning of words.)
A before reading activity will have students look at words the students might not understand. These words include suprise, moaned, manager, cheered, disaster, and puny. Looking at these words will help students understand the story better. I would write these words on the board and have the students with a partner come up with a definition. After they came up with a definition for each word, I would have them take a vocabulary quiz to see how well they understand these words. I will monitor to see how students are doing. After all students are done with their vocabulary quiz we would walk through the similarities in definiton choices and differences to make sure that students come up with a solid understanding of words used in this story.
B. Building Knowledge
Activity #1 (Comprehension)
A.4.2 Read, interpret, and critically analyze literature. (Recognize and recall elements and details of story structure, such as sequence of events, character, plot, and setting, in order to reflect on meaning)While reading students will fill out a story map . This story map will ask students to type or draw pictures for what happens at the beginning, in the middle, and at the end of the story. I will read the story to the class and pause after every couple pages so students can fill out their story maps. I will ask the students to share what they have written to give other students idea on what they could put in each part of the story map. I will look at the students story maps which will help me determine whether or not students understand what is happening in the story.
http://www.google.com/imgres?mgurl=http://www.aisr.cistron.nl/online_curriculum/holland_online/resources/story_map.jpg&imgrefurl=http://www.aisr.cistron.nl/online_curriculum/holland_online/resources/story_map_templates.html&h=503&w=382&sz=32&tbnid=gIkuOMf2toLexM:&tbnh=130&tbnw=99&prev=/images%3Fq%3Dstory%2Bmap&hl=en&usg=__F_8c-gUNoQW6JB1Gm17Z6XhyF8Q=&ei=ti3nS4atMZLOM83j6YYI&sa=X&oi=image_result&resnum=6&ct=image&ved=0CDQQ9QEwBQ
Activity #2 (Comprehension)
A. 4.1 Use effective reading strategies to achieve their purposes in reading (Identify a purpose for reading, such as gaining information, learning about a viewpoint, and appreciating literature)While reading, we find out that Arthur is upset that Buster wasn't with him during his family vacation. Students will share there feelings on how they would feel if they couldn't go on a vacation with their friend. This will help students see both Arthur's perspective and Buster's perspective and allow the student's to be creative. They will share there feelings on this voicethread so everyone in the class can hear the similarities and differences on how they were feeling.
Activity #3 (Comprehension, Fluency)
A.4.1 Use effective reading strategies to achieve their purposes in reading (Read aloud with age-appropriate fluency, accuracy, and expression.)Students will be in small groups and they will read the story to each other. After every two pages a student will tell the other people in their group what happened during those pages. The other students will add information if they feel like they didn't cover everything that happened. They will take turns both on reading the texts and summarizing what is happening in the story. Also in their small groups they will be able to make predictions on what they think will happen next in the text. Also group members will be allowed to ask questions if they don't understand something in the story or how someone in their group is summarizing the story.
C. Consolidation Activities
Activity #1 (Comprehension)
A.4.4 Read to acquire information. (Summarize key details of informational texts, connecting new information to prior knowledge.)After reading the story, students will compare their family vacation with Arthur's family vacation. They will have to cite specific examples from Arthur's vacation. This activity will allow students to make connections between their personal life and feelings with Arthur's.
.
Activity #2 (Comprehension)
B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes (Write expressive pieces in response to reading, viewing, and life experiences (narratives, reflections, and letters) employing basic aesthetic principles appropriate to each genre)Students will use writingfun.com to create a letter. They will write a letter to a friend acting if they were on a vacation with Arthur. They will share how they were feeling on the trip and what activities they participated in. This will allow students to be creative and show me if they understood what happened in Arthur's Family Vacation.
http://www.writingfun.com/
Activity #3 (Comprehension)
A.4.4 Read to acquire information (Summarize key details of informational texts, connecting new information to prior knowledge)After the students have read the story they will be able to write a summary of the story in a paragraph. Students will identify the setting, main characters, and major events that occur. Students will be able to demonstrate they understand the story. Each students summary will be a little different because of what they personally feel is important but the overall setting and main events will be the same.